Disability studies in education and intersectionality

Walton, Elizabeth

Abstract

Disabled children and young people are among the most marginalized in education. Understanding ableist power is necessary to address educational exclusion, but it is not always sufficient. Intersectional analysis shows that disability is co-constructed by other axes of oppression and that there is a compounding impact of multiple de-valued identities. A case-study of South Africa illustrates the inequalities that are wrought by the intersections of ableism, racism, economic power and sexism. Intersectionality is a generative contribution to disability studies in education, but is diminished without key concepts such as power, historicity, a theory of knowledge, geography, justice, relationality, embodiment and agency.

Citation

Walton, E. (2023). Disability studies in education and intersectionality. In R. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (249--258). (Fourth Edition). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.12013-5

• Online Publication Date: Nov 18, 2022
• Publication Date: 2023
• Deposit Date: Aug 25, 2021
• Publisher: Elsevier
• Pages: 249--258
• Edition: Fourth Edition
• Book Title: International Encyclopedia of Education
• DOI: https://doi.org/10.1016/B978-0-12-818630-5.12013-5
• Keywords: Ableism ; Complexity ; Critical education ; Disability ; Disability studies in education ; Disablism ; Exclusion ; Inclusive education ; Intersectionality ; Oppression ; Power ; Regimes of inequality ; South Africa
• Public URL: https://nottingham-repository.worktribe.com/output/6091749
• Publisher URL: https://www.sciencedirect.com/science/article/abs/pii/B9780128186305120135?via%3Dihub
• Related Public URLs: https://shop.elsevier.com/books/international-encyclopedia-of-education/tierney/978-0-12-818629-9
• Contract Date: Aug 25, 2021